Abstract: This study highlights what preservice teachers learned from interacting with a HyperStudio
stack about gender-equity issues. Teachers gained background information from the stack and
then used this knowledge to resolve inequities presented in various interactive scenarios.
Qualitative and quantitative evidence shows how interaction with this stack positively affected
preservice teachers’ interests in, attitudes about, and awareness and knowledge of genderequity
issues. By confronting gender issues in a hypermedia environment that details inequities
in classroom interaction patterns, language, role models, gender expectations, and curriculum,
preservice teachers will be better prepared to face these issues in their elementary school
classrooms.